Tested

Tested to the Limit

If you stopped by the small office conference room last week, you saw we were buried knee-deep in End of Course Assessments.  Students took hundreds of them during the week.  They were marked, labelled, collated, packed, and then shipped off to Minnesota for scoring on Friday.

During a week like that, our minds tend to ponder how much of today’s education revolves around testing.  We give a veritable alphabet soup of assessments: SATs, PSATs, ACTs, ECAs, and APs to name a few.  Add to that Achievement Series Exams, final exams, unit tests, chapter tests, and even daily quizzes, and you begin to wonder if there isn’t more testing than learning going on in schools today.

Alfie Kohn, the ever outspoken, often controversial, and always entertaining educator, once wrote, “Testing has swelled and mutated, like a creature in one of those old horror movies, to the point that it now threatens to swallow our schools whole.”  It’s not hard to sympathize with Alfie, especially after a week like we just completed.

Test Yourself

Obviously, we have a need for assessing how well our students are doing.  We need to know if our teaching is translating into learning.  (Remember the “I taught my dog to whistle” cartoon?)  Interestingly enough, we aren’t as filled with indignation at the thought of “testing” when we are the ones designing and giving the tests.  The reality is that the more local the assessment, the better the chance of being able to make changes to instruction and help students.  This may help explain our split personality when it comes to our own assessments.

On the state and national level, I do see signs of hope on the horizon as well.  Good questions are being asked about assessment in the process of moving to the Common Core State Standards.  For example, those in charge are asking whether we should give only Assessments OF Learning, or whether we should spend much more time on Assessment FOR Learning.  This is the difference between summative and formative assessments.

At the school level, we also should continue to ask ourselves if it is possible to change our views of assessments.  I would advocate adding a third category:  Assessment AND Learning.  The difference is more than changing a preposition to a conjunction.  It is a change of perspective of what assessment is and how it looks.  Assessment and Learning means moving away from traditional tests and moving toward designing assessment tasks.

Interestingly, you already do much of this.  You tend to call these “assignments,” so what I am advocating might be only a slight shift in your thinking.  At the point you need to assess student progress of knowledge and/or skills, you can design a task that measures student growth and engages them in deepening their understanding of the content. In the classroom, it might look something like this:

•  Design the Assessment Task: The task should be important.  It should engage students, and it should be extended.  The Common Core State Standards, both PARCC and Smarter Balance, are talking about 1-3 day tasks.  As much as possible, these tasks should involve higher order thinking.  Students must be required to analyse, synthesize, and apply skills and knowledge that you have been teaching and they have been learning.  Check the Depth of Knowledge chart in TEDS for ideas about tasks and key questions to be answered in the task.
• Include Literacy Skills:  Include at least one extended text and several shorter texts.  (These should be appropriate in complexity and content for the students in your class.)  CCSS guidelines say these texts could and should include a variety of formats: articles, editorials, excerpts, poetry, lyrics, and even film, art, music, or audio clips.  During the assessment, students should read, write, and think—the most important literacy skill!
• Scaffold Students: Many, even most, students won’t be able to complete the tasks successfully at first without support.  Show them exemplars of quality work, model the thinking that needs to take place, have them work collaboratively on some parts of these tasks, and over time transition to more independent work.  The Gradual Release Model (I Do, We Do, You Do) works well in a single lesson and over the course of a school year.
• Assess on Content and Proficiency: The task is an assessment tool.  You need to find ways to assess how well students have mastered the content and/or skills that are important to your class.  Rubrics might be appropriate for much or all of the assessment.  This approach can be used in addition to your traditional assessment.  As time goes on, assessment tasks as advocated in CCSS may replace many of your traditional tests.  These tasks provide a way for students to deepen their understanding of your content and a way for you to assess student learning at the application level.  They are Assessment and Learning.

If I understand correctly, this is the approach both the Common Core State Assessment consortiums will take in assessing our students in the near future.  If we are going to have our students ready for these new standards and assessments, we need to give them many opportunities to practice throughout the school year.

Test Drive

The nice thing is that many, many of you already have assignments similar to these in place.  The challenge is to implement assessment tasks more widely across the curriculum.  The first step is to try them out.  Find the place or places where these anchor assignments fit naturally into your current plans, and then give it a test drive next semester.  Find ways to tweak or expand a current assignment to make it an assessment of student learning as well.  If the assessment works, keep using it.  If it doesn’t, make adjustments.  Over time you will develop a toolbox of highly engaging assessment tasks. 

When you do, “testing” will change from something you “have to do” to something that you and the students look forward to.  Hopefully, students and teachers will come to feel a little less tested by and testy about the assessment process.

Have a great week, Southeastern.

Phil

Tell Me About It

Last week I stole from Lisa, and this week I’m stealing a response to what Lisa wrote, but I want to make a point about the importance of reflection in teaching.  I’ll start with some background, give you a story, and make an argument.

The Background

One of the things we know is that we don't take enough time to reflect on how we are doing.  Our schedules are tight. Our To Do lists grow rather than shrink.  The next class walks through the door, and we struggle to keep our noses above water.  Jim Collins, who wrote the Good to Great books on leadership, tells of the value of spending extended time on reflection: 80% of the time doing our job and 20% of the time figuring out how to get better.  Most of us agree this is a good idea but wonder how that could possibly work in real life.

The upshot is that we hear that we should take time to reflect—and we agree—but the next deadline rushes at us.  So we put off the important for the urgent.  You know the feeling.

The Story:

Below is a response I received to last week’s “From B106” memo.  It comes from Jen Eberly, who teaches English Language Learners, primarily from Mexico, and presents a compelling story about the importance of knowing our students and building strong relationships with them.  From Jen:

What you wrote about comes up each year for me in my EL classes.  Christmas in the States is an incredibly lonely and sad time for many of my students. Being far away from friends, family, and special traditions makes the anticipation of Christmas a rather large let down.  Christmas traditions in Mexico are focused around family and the community.  Most, if not all, towns celebrate with posadas which would be best described as a holiday progressive where families spend the evening moving from house to house to celebrate the holiday.  As families moved here to the States, these traditions were left in Mexico, along with the family members who stayed behind.  Crossing the border at night with only the clothes on your back obviously means that treasured Christmas decorations do not make the list of necessary items.  Most are also in situational poverty which translates to not having extra money to purchase a tree or new Christmas decorations once they have arrived.

As a way of bringing some cheer to the classroom this year, I took my level III students to Eby Pines to experience cutting down a Christmas tree. I had the time of my life watching them carefully scrutinize each and every tree, trying to find one they deemed worthy of representing our class. ....Of course reality set in after some time, and I eventually had to say, "Good Lord, just pick one in the next 60 seconds or I'm going to pick it for you!"    

They finally found one, took turns sawing it down and carried it back to the bus.  Now they fondly enter the room each day and greet the tree which they have named Gordita!  They have even brought their friends by to visit it!  Of course it doesn't make up for their lost memories and traditions, but perhaps it helps to brighten this season just a bit. 

The Argument:

Story-telling is reflection.  In fact, considering our daily demands and schedule, it may be the most realistic form of reflection available to us.  Consider Jen’s story above.  You can talk all you want about building relationships and understanding your students.  You could read books and research on its importance, and you could spend hours writing about it. 

Or you can tell the story of how one teacher is making a difference in the lives of her students. 

You all have these stories to tell.  These are stories of engaged students, of lessons that challenge kids and make them think, and of seeing the light bulb go on.  They also might be stories of lessons that flopped.  You tried something, and it didn’t work.  It happens!  Tell the story, laugh about it, and then tell the story of how you fixed the problem.  When you do, you have spent time reflecting on good teaching practice, and it will pay dividends later on.

You have great stories to tell, important stories.  I encourage you to find time to tell them to yourself and to others.  And I hope you find time to create opportunities for new stories.  Story-telling is part of the reflection process.  It is part of the learning process.  It is how we will continue our journey towards excellence.

I hope your week is a great one, one worth talking about.

Phil

Some sage advice on the importance of reflection:

•   “Follow effective action with quiet reflection.  From the quiet reflection will come even more effective action.”  –James Levin
•  “I am writer of books in retrospect.  I talk to understand; I teach in order to learn.” –Robert Frost
• “By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is the easiest; and third by experience, which is the bitterest.”  –Confucius
• “Over the years I have become convinced that we learn best—and change—from hearing stories that strike a chord within us.”  --John Kotter

All That Glitters....

This week I am stealing from my wife Lisa, who wrote the following memo to the staff at her school, Monument Lighthouse Charter Academy.  Hers is a very different school than HSEHS, but that does not mean the message doesn’t apply to us as well.  The holidays are a time of celebration and enjoyment for many of us, but perhaps not for all of us--and perhaps not for each of our students.  We come into the holiday season with very different religious, cultural, and personal experiences.  It is good to keep these differences in mind, especially in the month of December.

I hope you take time to read her memo.  She makes a good point, and it may give you some insight into the Lederach household as well.

From Lisa to the teachers at MLCA:

As we walk into the holiday season, chances are good that most of us have traditions that make the holidays something to look forward to.  For one of the Lederach children who was in foster care before he came to live with us, the winter holidays didn’t bring him much to anticipate.  He lived in five different homes over Christmastime in his five short years of life.  He came to live with us the summer soon after his fifth birthday.

As Christmas neared, the other children in our family began eagerly anticipating putting up the decorations.  They looked forward to sneaking small gifts and candies into each other’s stockings, claiming little imaginary elves called “The Winkles” were responsible.  They looked forward to their parts in the yearly Christmas story enacted at church.  They knew we would draw names and then they’d have the job of choosing just the right gifts.

The kids would sit down with a catalogue and the Target toy flier to make their lists.  I loved looking at those lists because each reflected the personality of the person writing it.  Did Isaac really want shin guards again?  And certainly my husband couldn’t write socks, pens, and candy one more time.

But for that child who came to us the summer he was five, the first Christmas meant little to nothing.  Moving from home to home for five years meant he had no Christmas traditions.  There was no stocking he had since birth.  There were no decorations on the tree that he made in preschool.  There was no part he played in the annual Christmas play.  He had little excitement.  He didn’t want to make a list.  He often stood back and watched the rest of us as we laughed and smiled while we fondly remembered the cologne Grandpa John gave our oldest son Noah when he was much younger and which still shows up in a stocking each and every year.

It took a bit for us to catch on to what was happening.  “Why isn’t he excited about Christmas?” we would ask.  I had never seen a child of mine who didn’t have some enthusiasm for the two week break, the family time together, the special foods, and the music.

By about Christmas Eve it dawned on us.  If you’ve spent each Christmas with a different family, why would this year be any different?  Who’s to believe that this Christmas won’t be the only one with this family, followed by another one with a new family next year?

It wasn’t until the Christmas that he was six that we began to see some of the excitement you expect to see in a child around Christmastime.  It would have been the first time he had a second Christmas at the same house.

Now he’s 12, and it’s his eighth Christmas with us.  When asked, almost all he remembers of the early holidays is a “giant a-mote control car” he got when he was four.   Each year he puts a remote control car on his list.  They usually don’t last very long, sometimes only a day, but they are something he might get for the ninth time in a row.

I would guess that for many of our students and even some of us, Christmas or the holiday time might be a bit like it has been for my child.  It might be a time of fond memories and traditions.  For others, it might be the a time where things are different and uncomfortable--again.

As you look into your students’ faces, take a moment to imagine what these next weeks might be like for them.  Can we find it in ourselves to take the time to figure out the cause for the behavior?  Can we find it in ourselves to offer grace and comfort when the child doesn’t even know that is what he or she needs?  That is my hope.

As we go into these final days before the holiday break, let’s remember why we have chosen to educate children.  Let’s remember that each and every child is someone’s baby.  My husband likes to tell me that parents don’t keep their best kids at home and send us their second best.  

Let’s remember that as we face these next days.

Thanks, Lisa, for letting me borrow your words.  

HSE, I hope your December, the month often filled with glitter and celebration, is also full of grace, joy, and perhaps most of all, patience.

Have a great week, Southeastern.

Phil

Twenty Days

First the turkey was stuffed, and then we were.  Black Friday has come and gone.  The Christmas decorations are in the stores and starting to pop up in the neighborhood.  We find ourselves on the far side of Thanksgiving with exactly four weeks left in this semester.  We must be having fun because time certainly seems to be flying by.

I want to take a few minutes to have you think ahead about the next 20 school days and make sure you keep some things in mind.

• Extended Observations: If you are a first or second year teacher in the HSE District, you need to have your extended observation completed before the end of the semester.  Check with your primary evaluator this week if you fit into this category.  If time permits, others of you may also have the extended observation take place before the holidays.
• End of Course Assessments: On December 11-14, we will give the End of Course Assessments for English 10 and Algebra I to students who did not pass in previous attempts, students who transferred in from out of state and still need to take the Indiana tests, or any student finishing up the second semester of Algebra I.  You will get the specifics on these tests soon, but keep these dates in mind.  These tests are stressful for the student who struggles to pass the exams and for teachers who have to assist in giving them.  It will also mean some schedule changes as we make adjustments necessary for testing. 
• Final Exams: This schedule has already been posted, but as a reminder, final exams will take place on December 19-21.  Periods 1 and 2 test on Wednesday, periods 3 and 4 on Thursday, and periods 5-7 on Friday.
• Class Student Learning Objectives: You should complete the summative assessment for your Class SLO before the end of the semester.  In the next few weeks you should take some time to revisit key concepts and make connections between present learning and past learning whenever possible in order to have all students ready for this summative assessment.

I saved Class SLOs for last in this list because I wanted to end with a few ideas that may help you prepare students for the summative assessments:

• Cramming vs Chunking: Research is clear that “cramming” as a form of review is ineffective.  Rather, review should be “chunked” over time.  Consider using bell work or exit tickets on topics taught in August, September, and October.  These are formative assessments to let you know which skills and content need more review.  Handing students a review worksheet several days before the exam may help some of your stronger students, but it is of almost no use to a struggling learner.
• Stand-Alone vs Connected: As much as you can, connect current content with previous learning.  This is good practice and mentioned in the Teacher Effectiveness Rubric in several places.  Students in the “High” bucket seem to know intuitively what is most important and how to make connections between old and new learning.  Many students in the “Medium” bucket, and most in the “Low” bucket will not make these intuitive leaps.   As you prepare your students for the summative assessments, consider ways to highlight key ideas and concepts and to make clear connections.  Concept maps, illustrations, timelines, and analogies help all students, but are essential to struggling learners.
• One Time vs Over Time: When teaching a new skill, think of a bar code label with most of the lines grouped tightly together at the beginning of the label and then spread out later.  This illustrates the formula for practicing a skill.  Have students do lots of practice early, but over time return to the skill intermittently to embed and strengthen it.  We are now “later” in the semester, so it is a good time to return to key skills that will be assessed on your final exam.

Keep having fun, Southeastern.  Twenty days will go by quickly.  Use them well.

Have a great week.

Phil

Some Whiffling and Burbling

Read the excerpt from Lewis Carroll’s poem and answer the questions below.

Jabberwocky

'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.

"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!"

He took his vorpal sword in hand:
Long time the manxome foe he sought—
So rested he by the Tumtum tree,
And stood awhile in thought.

And as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
--from Through the Looking-Glass, and What Alice Found There(1872)

1)      What were the slithy toves doing in the introduction to this poem?  (1 point)

2)      Were the borogoves or the mome raths mimsy?  (1 point)

3)      The “father” in this poem warns his son against three creatures.  Name these creatures. (1 point for each creature.  Extra credit if you can identify what makes any of these creatures dangerous.)

4)      What did the protagonist do while beside the Tumtum tree? What did this prepare the hero to do later?  (1 points for each complete explanation.)

5)      What kind of sword did the hero carry? (1 point—Use a complete sentence.)

6)      Name two things the Jabberwock did as he came through the tulgey wood.  (2 points possible.)

I saw a version of this test at some point early in my teaching career.  It took me about five minutes to re-create this version.  It’s just like riding a bike….

The point, of course, is that it is entirely possible to have students get “right” answers and not understand a thing they have read.  If you have students read a text and then use a worksheet or quiz that is similar to this 10-point assessment I just gave you, I have a challenge for you: Do something else.

The next time you have students complete a reading, try something like this:

• Summarize: Have students summarize in one sentence an entire section or chapter.
• Compare and Contrast: Have students write analogies.  For example: A cell membrane is like a….because…..
• Compare and Contrast II: Have students look at two problems or examples and tell what they have to do differently in order to solve the problems.
• Cues: Have students come up with an acrostic to remember the most important parts of the reading or lesson.
• Questions: Project answers on the overhead and have students write the questions.
• Nonlinguistic Representation: Have students draw (and label if needed) the main concept included in the text.
• Summarize and Question: Have students narrow it down and then write the three most important questions they can possibly answer about the topic.  Have them share and defend their questions.
• Graphic Organizers: Have students create concept maps making as many connections between topics as possible.

All of these assessments could be done individually, in pairs, or in groups.  My contention is that it would be very difficult to do any of these assignments without understanding the text.

Mike Smoker, an educator who stresses the importance of simplicity, clarity, and priority in teaching, claims the best worksheet is a blank piece of paper.  Have your students do something with one and see if you agree.  I would love to hear what you did and what worked well.

This week take some time to stand in uffish thought beside the nearest Tumtum tree.  Then take out your vorpal pen, pencil, or iPad and create a lesson that will impact the learning of even the most frumious bandersnatch or burbling Jabberwock.

Have a brillig week, HSE.

Phil

What Was I Thinking?

What was I thinking?

My son-in-law, Cassady Feasby, plays bass guitar for the talented and popular country musician, Dierks Bentley, so my wife and I have become country music fans.  One of the reason Dierks has done so well is that he is a first-rate song writer, and his songs tend to resonate in lots of ways.  One of Bentley’s hit songs is “What Was I Thinking,” which has a catchy tune but lyrics you might not want your children singing along with in the car.  Once you hear it, however, the chorus tends to stick with you and pop up in all kinds of situations.

This week, I asked you to email answers to my question about Rock Solid Questioning after Wednesday’s late start.  As my inbox began to fill up with your responses, the chorus to Bentley’s song started running through my head.  By Friday afternoon, the dinging of the email alert started to match the rhythm of the ticking of the schoolhouse clock hanging in my office.

What were you thinking?

The emails you sent were fantastic.  Let me give you a short summary:

·         I received over 130 responses.  A few were a few sentences long, but most were several paragraphs in length, and many took up several pages.  (Turnabout is fair play!)

·         Many, many of you took a great deal of time to respond and were incredibly thoughtful and insightful.

·         You shared stories about experiences you had with a variety of questioning strategies.  You shared questioning simulations, entrance activities, exit activities, and group activities of all sorts that you use to engage students.

·         About one third of you reported that you experimented with new questioning strategies on Thursday and Friday of last week, and were overwhelmingly pleased with the results.  (A handful of you even changed things up on Wednesday for first hour!)

·         You asked questions of me and deepened my understanding of some of the questioning strategies.

What are we thinking?

I found it relatively easy to summarize common themes from your emails.  This is what you tend to believe about questioning, HSE:

·         Questioning strategies, when used well, improve both student learning and student engagement.  Your emails are crystal clear about this.

·         Many of you prepare ahead of time a list of key questions and try to find ways to make sure every student in the class thinks about and answers these questions.

·         One key to improved student learning is to have many different questioning strategies in your instructional toolbox.

·         Teaching is both an art and a science.  Part of the science of teaching is having many strategies at your disposal.  Part of the art of teaching is knowing your students well and knowing which strategies will be most effective.  It is knowing how to use the questioning strategy.

·         Building a safe, supportive, and nurturing classroom community will open opportunities to use a whole range of questioning activities.  (This may be my personal favorite.)

I may not rush to have you email me responses soon (at least not until my inbox gets back under control), but I did appreciate learning your thoughts about questioning and about your ongoing efforts to grow in this area.

I have no question that your hard work will make a difference in student learning.

Have a great week, Southeastern.

Phil

The Perfect Storm

The Perfect Storm

Last week I followed in fascination as Hurricane Sandy headed north along the east coast and then veered left onto the mainland.  I heard various weathermen use the “Perfect Storm” metaphor in reference to the combination of meteorological events that made Sandy so unusually powerful and destructive.  I was especially interested about its impact on Ocean Grove, New Jersey. 

Ocean Grove has a special place in my family’s history and heart.  My grandmother Lederach vacationed there as a child.  I grew up hearing stories of her family making the trip from her home near Philadelphia to the Jersey Shore (long before Snookie and the Situation made that term infamous) and we have pictures of her as a little girl on the dunes near the beach.  My father then visited Ocean Grove as a child, and in turn took my siblings and me to the same shore. 

Last week as Sandy churned up the coast, I went online and found several pictures of the fishing pier at Ocean Grove.  I have included these below.  The first is a picture of the pier as I remember it from my youth, and the second is right before the storm hit.  As you can see, the waves that are normally a few feet in height are close to topping the pier, which is usually a good 30 feet above sea level.

  

I feel for all the people impacted by Sandy and marvel at the help that is pouring into the hardest hit areas.  When faced with difficult times, as a country, we do seem to rise to the occasion and come together in support of each other. 

HSEHS

Since this weekly email is about our school, you might have guessed I was going to bring this storm home.  You weathered one perfect storm in the first month of this school year when events and circumstances combined to create perhaps the most stressful beginning to a school year that many of you can remember.  You needed to do all of the things you normally do to start the school year: prepare for the first days, learn to know your new students, plan daily lessons, grade papers and assignments, and pretend you had a life outside of school.  Then on top of the normally stressful start to school came the demands of Class SLOs and TEDS.  The Perfect Storm!

The good news is that the initial blast of Hurricane TEDS has moved on.  The bad news is that eventually, just like the Jersey Shore, we will get more stormy weather.  Believe it or not, I am telling you this not to discourage you, but to encourage you and to prepare you.  My experience has been that the stressors of a new evaluation system do tend to come in cycles, but the cycles actually get easier rather than worse.

You will not face another perfect storm again this year, but you are going to feel a bit of the stress of TEDS several more times:

·         In December as you finish up first semester and Class SLOs.

·         After Winter Break as you start up your new classes and work on your Targeted SLO.

·         At the end of the year as we move into testing season (a tsunami all its own), finish the evaluation process, and finish the semester.

Let me repeat: You have weathered the worst of this storm.  I think you will find these next cycles much, much less stressful, but it is better to be forewarned and forearmed.  Do a little planning ahead. Keep in mind that these are times when high winds may blow.

There will be no need to board up the windows and head to higher ground, but you might want to be ready to for the stress—and ask for help when you need it.  When faced with difficult times, as a school, we do seem to rise to the occasion and come together in support of each other.

Have a calm week, HSE.

Phil

A few words of wisdom to end:

“When you come out of the storm, you won’t be the same person who walked in. That’s what the storm’s all about.”  Haruki Maruakami

“There are some things you learn best in calm, and some in storm” Willa Cather

“The fishermen know that the sea is dangerous and the storm terrible, but they have never found these dangers sufficient reason for remaining ashore.”  Vincent Van Gogh

Rock Solid

Last Thursday during our professional development time I used the term Rock Solid to describe effective lessons.  I like this term for many reasons.

·         It has a feeling of permanence and strength.  Rock solid teaching means that day in and day out, students are engaged and learning.  This term speaks to consistency and strength.    

·         It rolls off the tongue nicely, and you can play with the words: I rocked the class, you rock, you are educational rock stars, I started off rocky and ended up solid….

·         It is what I want people to think of when they think of HSE.  Southeastern is the Rock of Gibraltar.  This is a place that provides solid instruction for our students and is an anchor for the community of Fishers.

Where We Are

You have finished the process of writing Class SLOs.  You are working to get students ready to reach the Mastery Content Score by the time semester final exams roll around, but most of your day-to-day focus is on planning, teaching, and grading.  Your efforts are focused on helping students.

This is exactly how it should be, and it is what Rock Solid teaching is all about.  You do the little things right every day.  You take care of details.  You make sure lessons are ready and the activities are thoughtful.  You find ways to push the top students and catch the ones who are falling.  You grade papers and get them back on time.  You call parents and contact counselors when needed.  This is rock solid teaching. 

On the Teacher Effectiveness Rubric, “Effective” is Rock Solid, and it is not easy.  It takes determination, effort, and perseverance.  It means doing the right things for the right reasons: because it helps students learn and grow.  That is, however, why you became a teacher.  And Rock Solid Teaching is the reason HSEHS is considered one of the top high schools in the state and in the nation.

You rock, HSE.

Have a great week.

Phil

I Taught My Dog to Whistle

Before reading further, think about this statement: The focus of our efforts at Hamilton Southeastern High School must be primarily on student learning rather than on teaching. 

About five years ago, I had the opportunity to visit Lindsay High School in the San Joaquin Valley, just south of Fresno, California. 

Lindsay is a school that is very different from Southeastern, but I met some outstanding and innovative educators on that visit.  They were working closely with Robert Marzano and Associates and were trying to turn around a school that by all accounts was struggling.  Perhaps the most daring move they made was to put every student on an individualized learning plan that included advancement and the granting of course credit based on performance.  Lindsay was all about what the student learned.

In fact, they didn't call the kids “students.”  They were “learners,” and the teachers were “learning facilitators.”  If you can get over the awkwardness of the titles, the intent is excellent.

For good reason, we tend to focus on what and how we are teaching.  This is not a bad thing.  We should always strive to improve our teaching.  In fact, I believe that the Teacher Effectiveness Rubric and the TEDS process emphasizes improved teaching.  The TER requires us to be very, very intentional and reflective about what we teach and how we teach it.

The issue is, of course, that regardless of how we teach it, if the students don’t learn it, we haven’t really accomplished much.  This is exactly why the TER pushes so hard for monitoring student progress.  Monitoring progress is found all over the rubric:

·         Competency 1.2: Set measurable achievement goals

·         Competency 1.4: Create objective-driven lesson plans and assessments

·         Competency 1.5: Track student data and analyze progress

·         Competency 2.1: Develop student understanding and mastery of lesson objectives

·         Competency 2.4: Check for understanding

·         Competency 2.5: Modify instruction as needed

I’ll give you hint: Don’t wait for the final exam to check how students are doing on your Class Student Learning Objective.  This semester, it will pay dividends for your students—and for you—to give multiple formative assessments.  Formative assessments are those that students complete without risk.  They may or may not be formal assessments.  (Note the difference between “formative” and “formal.”) 

Formative assessments tell you if your teaching is resulting in student learning.  It gives you a chance to adjust instruction.

John Hattie, a widely published education professor at the University of Melbourne in Australia, said, “The mistake I was making was seeing feedback as something teachers provide to students….It was only when I discovered that feedback was most powerful when it is from the student to the teacher that I started to understand it better.”  He is talking about formative assessments--feedback from the students to the teacher.

The trouble with formative feedback, however, is that it requires you to adjust your teaching to meet the needs of the learner and supports Robert Marzano’s interesting take on how often you should give formative assessments.  His response to that question:  “As often as you are willing to change your instruction.”

It’s true that we may not be able to teach a dog to whistle, but we certainly can improve student performance when we know exactly what they need in order to take the next step.  Avoid whistling in the dark, HSE.  Check often where students are in their learning, and then make adjustments to ensure they reach the learning targets.

Have a great week.

Phil

An Arranged Marriage

As often as I can I listen to StoryCorps on National Public Radio.  One of the episodes that still comes to mind occasionally has to do with arranged marriages.  A daughter-in-law who did not have an arranged marriage interviews her mother-in-law whose marriage was arranged.  Sulochana Konur tells the story of how two months after meeting her future husband at the age of 15, she was married.  Almost 40 years later, they remain so.

At the end of the interview, Mrs. Konur gives advice to her daughter-in-law.  These aren’t the exact words, but I think this is the point she makes: I didn’t make the choice to marry, but that doesn’t make it easier or harder.  You will also have to find your own way.  As you are married, you have to grow together regardless of how you became married.  I’ll return to this concept later.

Set High Expectations for Academic Success: Rock Solid Teaching

The last competency on the TER is Competency 2.9.  It is interesting because it seems to repeat many other areas in the rubric, especially when you examine only the “Effective” category.  Look at these indicators and note some of the connections to other competencies:

Effective

·         Teacher sets high expectations for students of all levels. Similar to: 2.1—Mastery and understanding of lesson objectives, 2.5—Teacher does not give up, 2.6—Accessible but Rigorous Work

·         Students are invested in their work and value academic success as evidenced by their effort and quality of their work.  Similar to: 2.3—Engagement, 2.6—Student perseverance, 2.7—Students on task, 2.8—Students are invested in the success of their peers

·         The classroom is a safe place to take on challenges or risk failure.  Similar to: 2.8—Safe and positive environment, 2.5—Teacher scaffolds students

·         Teachers expect students to respond to questioning and to generate their own conclusions. Similar to: 2.2—Students ask higher-order questions, 2.4—Teacher checks for understanding, 2.6—Students are required to support arguments,

·         Teacher celebrates and/or recognizes high quality work.  Similar to: 2.6—Teacher highlights student work that meets high expectations, 2.8—Positive classroom environment

Certainly, this overlap of competencies reinforces what I have been saying about how the same lesson can have multiple “hits” on the TER.  Make no mistake about it: An “Effective” lesson is rock solid teaching.   If your lesson is effective, it will show up in this competency and many other places on the rubric. 

The indictors for “Highly Effective,” however, go beyond rock solid.  Take a look at the “Highly Effective” indicators for 2.9:

Highly Effective: For Level 4, much of the Level 3 evidence is observed during the year, as well as some of the following:

·         Students participate in forming academic goals for themselves and analyzing their progress.

·         Student comments and actions demonstrate that they are excited about their work and understand the relevance of their learning.

To reach “Highly Effective” on this competency, students must do much of the work.  They must set academic goals and analyze their own progress.  This is not a new concept.  It has been around for as long as I have been teaching and probably long before that.  In the late 90s and early 00s, the Best Practice folks (Zemmelman, Daniels, and Hyde) were pushing for it, and more recently, Robert Marzano has documented the impact of student involvement in setting and tracking learning goals.

Most students, however, will not be able to do this on their own.  These are skills that must be taught, but it is time well spent.  When I first started as an administrator, I worked with a teacher who took this process to heart.  He developed learning goals for his students who were predominantly at-risk and low achievers, taught them to develop their own academic goals, and had them track their own progress.  He also had students track the correlation between effort and results.  The outcomes of this informal field-test were overwhelmingly positive.  Students became more invested in their learning, they consistently worked harder and performed better, they became aware of their own strengths and weaknesses, and they saw the correlation between effort and results.  It was hard and sometimes frustrating work, but it changed the teacher’s approach to teaching.

My point:  You will “hit” in the “Effective” category on this competency with lots of different activities.  In order to trend up this competency from “Effective” to “Highly Effective,” a teacher must do much more than set goals and tell students what they are.  It will involve teaching students to set their own goals and monitor their own learning.  It means finding ways to get students invested in the learning because it has personal meaning and relevance.

An Arranged Marriage:

That is it, Southeastern.  We have made it through all nine competencies in Domain 2 of the Teacher Effectiveness Rubric.  Yes, this was an arranged marriage, but I think we may learn to love her/him yet!  (I told you I would get back to you on this one.)

Now begins the work of growing together. 

Have a great week.

Phil

It's No Joke

Competency 2.8: Create a safe and positive classroom environment in a culture of respect and collaboration

This past week a teacher sent me a great—and timely—article from the editorial pages of the New York Times on the links between childhood trauma and adult outcomes.  If you get a chance, click on the following link and read the short editorial and focus on the significance of a safe and positive classroom to a student who has had any type of trauma as a child: http://www.nytimes.com/2012/09/28/opinion/brooks-the-psych-approach.html?hp 

Here is the kicker: I contend that sitting in all of our classrooms, whether we know it are not, are students who fit this description.  For these students, a safe and positive classroom is not just a good idea; it is essential for them to learn.

What does a safe and positive classroom actually look like?  What would an observer see and be able to document in a room that has a culture of respect and collaboration?  These are the questions that must be answered in order to score this competency.

I have intentionally stayed away from the “Improvement Necessary” and “Ineffective” indicators during these emails about the Teacher Effectiveness Rubric, but today I am going to make an exception.  I want to make two points, one focusing on the negative and one focusing on the positive.  Then I will end with the indicators for this competency.  I am very interested in hearing your feedback on this topic, so let me know what you think after you have finished reading.

The Negative: Sarcasm

One of the indicators in the “Ineffective” category speaks directly to sarcasm, and many of the others refer to respect and collaboration, or rather lack thereof.  I will deal with collaboration and respect in the next section, but I want to make one point about sarcasm.  The longer I am in education, the more convinced I am that sarcasm has no place in school.  I want to state that as clearly as I can because I recognize that some of you may disagree. 

Sarcasm is so prevalent, so ubiquitous, in mass and social media that we may find it easy to overlook the dangers.  Sarcasm takes the format of a joke, and it gets laughs, so it seems harmless.  The reality is, however, that sarcasm only “works” if it embarrasses someone.  Furthermore, it has tremendous potential to be misunderstood because it always contains a “hidden message.”  The students most likely to misunderstand the intent of the sarcastic statement are those students who process information slowly, have different language or cultural backgrounds, or have trouble inferring (such as a student on the autism spectrum). 

Even if a student isn’t the direct target of the sarcasm, many students will internalize the embarrassment and will choose to avoid risks.  All of us have experienced times where we hoped someone was joking but we weren’t sure.  What we are most likely to do in a case like this is to shut down and avoid drawing attention to our lack of understanding, which is the last thing we want to happen with students in our classes. 

I am aware of the counter-arguments, and you may be able to convince me that sarcasm between two equals is appropriate.  The problem is, of course, that teachers and students are not equals.  For good reason, there is an imbalance of power.  So I have come to the conclusion that when sarcasm is used in school two things happen: First, if you choose to use it, it will, eventually and inevitably be misunderstood and come back to bite you.  Second, it will hurt students you least suspect and in ways you can’t guess. 

Okay, I will now step off my soapbox….

The Positive: Respect and Collaboration

Not long into my teaching career, I came to the unsettling realization that as a teacher I cannot make students do anything.  (By the way, I learned this lesson again when I became an administrator.) It was a bit of a shock, but it did change my perspective.  Certainly, I can encourage, nudge, create consequences, and influence choices, but the bottom line is that everyone, including students, has free will.  This is not to say that we should lower our expectations, but rather emphasizes that we will have much better results with the positive approach that keeps students with us and does not create an adversarial relationship

Creating a safe and positive classroom environment is all about intentionally being in the learning process with the students.  One of the catch phrases in education right now is Professional Learning Communities.  The phrase may be overused, but the concept is absolutely correct.  Southeastern High School is and should be a learning community—for students and teachers.  This competency is about creating the feeling of community in your classroom.  When you make known that your room is a place where the students and the teacher live and work together, and it is a good place to be, you are trending up on the rubric.  The brain research is crystal clear and reinforced by the Times editorial mentioned earlier: If students do not feel safe, they learn less.  Creating a feeling of safety must be a top priority for all of us.

What do you do to make your classroom feel like a community, a place where you are on the learning journey with and for each other?  Look at the indicators below.  Focus on the key words and phrases: respect, collaboration, rapport, genuine interest, invested. As an experienced observer, I can tell you that it is relatively easy to see and document mutual respect in a classroom.  It is clear by comments and actions when students are invested in the success of their peers, and it is obvious when a teacher is genuinely interested and likes his or her students.

Here are the Indicators for 2.8:

Effective

·         Teacher creates and maintains a safe and positive classroom environment that is conducive to learning.

·         Students are respectful of their teacher and peers.

·         Students are given the opportunities to collaborate and support each other in the learning process.

·         Teacher reinforces positive character and behavior and uses consequences appropriately to discourage negative behavior.

·         Teacher has a good rapport with students, and shows genuine interest in their thoughts and opinions.

·         Teacher demonstrates a genuine interest in student academic goals and activities outside of school.

Highly Effective

·         Teacher models respect and demonstrates positive character traits.

·         Students are invested in the academic success of their peers as evidenced by unprompted collaboration and assistance.

·         Students reinforce positive character and behavior and discourage negative behavior amongst themselves.

Send me your responses, Southeastern.  Sarcastic or otherwise, I am interested to hear your thoughts to both the positive and negative sections above.

Have a great week.

Phil

Time Flies....

Competency 2.7: Classroom Management and Maximizing Instructional Time.

Words of wisdom from some great minds on the use of time:

·          “How did it get so late so soon?” Dr. Seuss

·         “I wish it need not have happened in my time," said Frodo.
"So do I," said Gandalf, "and so do all who live to see such times. But that is not for them to decide. All we have to decide is what to do with the time that is given us.”  JRR Tolkein

·         “Time is what we want most, but what we use worst.” William Penn

Philosophy and Planning: A Sense of Urgency about Time

The starting point for good classroom management is the belief that your time with students is a precious commodity.  Pick any one of your classes and think about how much you want each student to know and be able to do by the end of the semester.  Think about the level of mastery you expect and start breaking down the semester by unit and lesson.  Then think about how little time you actually have with students in your room: about 50 minutes a day for 90 days.  That doesn’t give much time, and it certainly doesn’t give time to waste. 

On the daily level, this means that how you plan to use each period is critical.  Each class needs to have worth and value.  Every minute is important.  You need to make the most of the little time you have together with students because time is gold.  You can’t afford to throw it away.  When teachers have this sense of urgency and get students to buy in—the hard part—classroom management issues tend to go away. 

The beginning of class might sound something like this: “Welcome back to class.  We have lots to do today, but your hard work is going to pay off…”  That gets you off and running.  The end of the day might sound like this: “That’s the bell.  Nice work today.  We’ll pick up first thing tomorrow with…”

Here are some thoughts on what might help with competency 2.7:

In the Classroom: Sweat the Details in Order Use Time Well

Jacob Kounin coined the phrase “withitness,” but I first heard this phrase from Robert Marzano.  Kounin defines withitness as “a teacher’s ability to correct misbehavior before it gets out of control and before other students in the class see it and also begin to do it.”  Part of withitness has to do with your awareness of what is going on in your classroom, but your planning and attention to detail are equally, if not more, important.

·         Teach procedures and routines: What should students do when they enter your room?  Where do they hand in papers?  How do you efficiently pass out materials?  All of these common procedures should be taught, so students know exactly what to do during a normal class.  Put in time up front teaching procedures and routines, and you’ll save time later.

·         Pay attention to transitions: Moving from one activity to another can and will lose time, but this loss of instruction time can be kept to a minimum and the momentum of a lesson carried from one activity to the next.  I’ve been in classrooms where transitions seem almost choreographed.  It is a beautiful thing to watch a class flow smoothly from one task to the next.

·         Keep your toolbox full and ready: When you have five minutes or ten minutes, how can you use the “free” time most effectively?  Every class has key terms and concepts that need continual review.  Every lesson can be connected to some larger idea.  Be ready to take advantage of unexpected time.  Instead of saying, “That’s it for today,” be ready with, “Good.  We have five minutes left.  I want to see if we can make a connection from today’s lesson to…”

This competency speaks to the sense of urgency associated with time management, and it also has indicators that are all about taking care of the business of running a class smoothly.  At the risk of sounding like a broken record, Doug Lemov’s Teach Like a Champion is a great resource if you want ideas that will help with classroom management.  Some of his topics that might fit well with this competency: Entry Routine, Tight Transitions, Seat Signals, SLANT, Warm/Strict, Emotional Constancy, Every Minute Matters, and Work the Clock.

Read the indicators from 2.7 and think about what an observer might be able to mark as “hits” in your class today.

Effective

·         Students arrive on-time and are aware of the consequences of arriving tardy.

·         Class starts on-time and continues bell-to-bell.

·         Routines, transitions, and procedures are well-executed.  Students know what they are supposed to be doing and when with minimal prompting from the teacher.

·         There is only a brief period of time where students are not engaged in meaningful work.

·         Almost all students are on-task and follow instructions of teacher without much prompting.

·         Disruptive behaviors and off-task conversations are rare; when they do occur, they are almost always addressed without major interruption to the lesson.

Highly Effective: For Level 4, much of the Level 3 evidence is observed during the year, as well as some of the following:

·         Routines, transitions, and procedures are well-executed.  Students know what they are supposed to be doing and when without prompting from the teacher.

·         Students are always engaged in meaningful work while waiting for the teacher (for example, during attendance).

·         Students share responsibility for operations and routines and work well together to accomplish these tasks.

·         Students are on-task and follow instructions of the teacher without much prompting.

·         Disruptive behaviors and off-task conversations are rare; when they occur, they are addressed without major interruption to the lesson.

·         Teacher has developed clear and efficient procedures for the collection and distribution of student work.  (This includes work for absent students, make-up, etc.)

Preview: Next week, Competency 2.8 is about creating a safe and positive classroom environment and a culture of respect.  I think you will see many, many connections and overlaps between 2.7 and 2.8.

Since I started with a few quotes about time, I thought I might end with some as well.

·         “Let him who would enjoy a good future waste none of his present.” Roger Babson

·         “Time flies like an arrow; fruit flies like a banana.” Groucho Marx

·         “Yesterday is gone. Tomorrow has not yet come. We have only today. Let us begin.” Mother Teresa

Let us begin, HSE.  Have a great week.

Phil